Te Reo i Tō Tātou Akomanga

Overview

Students build confidence using basic classroom vocabulary through a purposeful language trail. They match te reo Māori labels to familiar objects, practise short phrases with a partner, then create and share a bilingual classroom instruction using the new words.

Learning intentions

Students will:

• identify and pronounce common classroom nouns in te reo Māori
• use short phrases to locate, request and describe classroom objects
• work collaboratively to check meaning and pronunciation
• create a clear bilingual classroom instruction for a real audience

Success criteria

• I can match tēpu, kūaha, pukapuka and matapihi to the correct objects.
• I can say a short phrase such as Kei hea te pukapuka? and respond using Kei runga i te tēpu.
• I can use understandable pronunciation and appropriate word order.
• I can create and share an instruction in both te reo Māori and English.

Curriculum links

• Te Reo Māori: communicating meaning through appropriate vocabulary, sentence patterns and language features in familiar and wider classroom contexts.
• Te Reo Māori: developing and organising ideas for a clear, purposeful text suited to audience and purpose.
• Te reo Māori writing: creating a purposeful text by planning, drafting, checking and refining language.
• Key Competencies: participating and contributing; managing self; relating to others; using language, symbols and texts.

Lesson structure (30 minutes)

1. 0–4 min · Context and hook. Teacher displays a photograph or visual of a classroom on the opening visual and learning intention and asks, “How could we make our classroom operate in te reo Māori for one minute?” Introduce the learning intention and explain that students will complete a quick classroom language trail. Students identify any familiar classroom words and predict the meaning of the target vocabulary.

2. 4–9 min · Explicit vocabulary teaching. Teacher uses the vocabulary teaching slides to introduce tepu (table), kūaha (door), pukapuka (book) and matapihi (window), modelling pronunciation and pointing to each object. Clarify that tepu should be written with its macron as tēpu, and have students repeat the words first as a class, then in pairs. Students record the four words on the classroom vocabulary and phrase sheet and add a quick sketch or English meaning beside each word.

3. 9–16 min · Classroom language trail. Teacher places or points to the vocabulary labels around the room, then displays the trail instructions on the matching activity instructions and models one example without giving every answer. In pairs, students move around the classroom, match each word to the correct object, and check pronunciation with another pair. They complete the matching section of the classroom vocabulary and phrase sheet. Keep movement purposeful: one student reads and places or points, while the other records, then they swap.

4. 16–22 min · Partner phrases. Teacher models the exchange Kei hea te pukapuka? — Kei runga i te tēpu. Use the partner speaking prompts to show substitutions, including Kei hea te kūaha?, Kei hea te matapihi?, Kei konei and Kei reira. Students practise in pairs, taking turns asking and answering about objects in the room. Encourage students to gesture, point and use the whole phrase rather than isolated words. Circulate to check pronunciation, word order and confidence.

5. 22–27 min · Create a bilingual instruction. Teacher shows the task and examples on the bilingual instruction task slide: students create one useful classroom instruction, such as Whakatūria te pukapuka ki runga i te tēpu — Put the book on the table, or Haere ki te kūaha — Go to the door. Students draft their instruction on the classroom vocabulary and phrase sheet, then check that it includes a clear command, a target vocabulary word and an English translation. Pairs rehearse the instruction with an appropriate gesture.

6. 27–30 min · Share and reflect. Teacher invites several pairs to present their instruction and uses the sharing and reflection slide to prompt the audience: “He aha te kupu hou?” and “I mārama te tohutohu?” Students listen, identify the target word they heard, and give one respectful response such as Ka pai or Kia ora. Collect the worksheet or ask students to circle the word they can use most confidently.

Resources

• the complete classroom language trail slide deck
• the classroom vocabulary and phrase sheet
• Four large classroom word labels: tēpu, kūaha, pukapuka, matapihi
• Blu-tack or reusable adhesive
• Pens or pencils
• Classroom objects used for matching
• Projector or interactive display
• Optional timer for transitions

Assessment

• During explicit teaching, listen for accurate recognition and pronunciation of the four target words; re-model macrons and sounds where needed.
• During pair practice, check whether students ask and answer using a complete phrase, appropriate word order and a gesture or point for meaning.
• For the final task, assess whether the bilingual instruction is understandable, uses at least one target word accurately and is communicated appropriately to an audience.

Differentiation

• Provide a word bank, pictures, English glosses and sentence frames on the classroom vocabulary and phrase sheet for students who need language support: Kei hea te ___? and Kei ___ te ___.
• Pair students strategically and allow rehearsal with a partner before public sharing. Students may point, gesture or read from their worksheet while developing confidence.
• For students requiring additional support, reduce the task to two target words and offer teacher modelling or a recorded pronunciation model.
• Extend confident students by requiring two linked instructions, adding ki runga i te, ki raro i te or ki te taha o, and delivering the instruction without reading it.